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You searched for subject:(Israeli invasion). Showing records 1 – 3 of 3 total matches.

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1. El Khoury, Antoine. La crise de 1982 au miroir de la Guerre Civile et les interventions étrangères au Liban (1975-1990) : The crisis of 1982 in the mirror of the Civil war and the interventions foreign to the Lebanon ( 1975-1990 ).

Degree: Docteur es, Histoire, 2014, Rennes 2

Cette thèse porte sur les événements libanais ayant entrainé à la crise libanaise de 1982 et les conséquences qui en découlèrent jusqu’à la signature de l’accord de Taef. Ce travail de recherche fait, en premier lieu, l’objet d’une étude des causes directes et indirectes qui s’accompagne d’un tableau des différents acteurs, internes et externes, impliqués dans cet évènement, ainsi que du rôle que chacun d’eux a joué durant cette crise. Tout ceci mène à une réflexion approfondie de l’année de 1982 durant laquelle l’armée israélienne a envahi le territoire libanais et assiégé la capitale du pays de cèdre. Cette réflexion se développe autour du rôle et des réactions des grandes puissances au Liban pendant l’opération de 1982, et plus largement au cours de la guerre civile, sans en omettre pour autant les conséquences que cet acte militaire a eu sur les israéliens et les palestiniens, notamment ceux du Liban. À l’issue de cette opération, le Liban entre dans une nouvelle phase de sa crise. Milices musulmanes et chrétiennes s’entretuent entre elles, le pays fut abandonné à son sort malgré quelques tentatives de réconciliation à Genève et à Lausanne. Cette analyse s’achève par un bilan détaillé de la période aboutissant à la fin de la guerre, avec la présence du général Aron au pouvoir et de ses aventures militaires, qui s’achèvent par la signature de l’accord de Taef. Ce dernier est une fabrication étrangère mise en place à l’aide d’outils libanais qui marque l’arrêt des combats et, officiellement, la fin de la guerre civile libanaise. Le Liban doit, à partir de ce moment-là, se reconstruire

This thesis focuses on the Lebanese events which led to the Lebanese crisis of 1982 and theconsequences that gushed up till the signing of the Taif Agreement. This work of research constitutes, in the first place, the object of a study of the direct and indirect causes which is accompanied by an array of actors, internal and external, involved in this event, and the role played by each of them in this crisis. All these lead to a further reflection of the year 1982, during which the Israeli army invaded Lebanon and besieged the capital of the country of cedars. This reflection is developed during the role and responses of major powers in Lebanon during the operation of 1982, and more widely during the Civil War, without omitting the consequences that this military action had on the Israelis and Palestinians, especially those inLebanon. Following this operation, Lebanon enters a new phase of its crisis; Muslim and Christian militias are fighting each other; the country was left to its fate despite some attempts at reconciliation in Geneva and Lausanne. This analysis ended by a detailed outcome of the period leading to the end of the war, in the presence of General Aoun in the authority and his military adventures, which ended with the signing of the Taif accord. The latter is a foreign fabrication established by Lebanese tools that marks the end of fighting and, officially, the end of the Lebanese civil war. Lebanon has, from that…

Advisors/Committee Members: Joly, Vincent (thesis director).

Subjects/Keywords: Invasion israelienne; Conflit israelo-arabe; Relations internationales; Israeli invasion; Arab-Israeli conflict; International relations; 956.04; 956.92

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

El Khoury, A. (2014). La crise de 1982 au miroir de la Guerre Civile et les interventions étrangères au Liban (1975-1990) : The crisis of 1982 in the mirror of the Civil war and the interventions foreign to the Lebanon ( 1975-1990 ). (Doctoral Dissertation). Rennes 2. Retrieved from http://www.theses.fr/2014REN20055

Chicago Manual of Style (16th Edition):

El Khoury, Antoine. “La crise de 1982 au miroir de la Guerre Civile et les interventions étrangères au Liban (1975-1990) : The crisis of 1982 in the mirror of the Civil war and the interventions foreign to the Lebanon ( 1975-1990 ).” 2014. Doctoral Dissertation, Rennes 2. Accessed October 16, 2019. http://www.theses.fr/2014REN20055.

MLA Handbook (7th Edition):

El Khoury, Antoine. “La crise de 1982 au miroir de la Guerre Civile et les interventions étrangères au Liban (1975-1990) : The crisis of 1982 in the mirror of the Civil war and the interventions foreign to the Lebanon ( 1975-1990 ).” 2014. Web. 16 Oct 2019.

Vancouver:

El Khoury A. La crise de 1982 au miroir de la Guerre Civile et les interventions étrangères au Liban (1975-1990) : The crisis of 1982 in the mirror of the Civil war and the interventions foreign to the Lebanon ( 1975-1990 ). [Internet] [Doctoral dissertation]. Rennes 2; 2014. [cited 2019 Oct 16]. Available from: http://www.theses.fr/2014REN20055.

Council of Science Editors:

El Khoury A. La crise de 1982 au miroir de la Guerre Civile et les interventions étrangères au Liban (1975-1990) : The crisis of 1982 in the mirror of the Civil war and the interventions foreign to the Lebanon ( 1975-1990 ). [Doctoral Dissertation]. Rennes 2; 2014. Available from: http://www.theses.fr/2014REN20055


University of Cambridge

2. Jebril, Mona A. S. Academic life under occupation : the impact on educationalists at Gaza's universities.

Degree: PhD, 2018, University of Cambridge

This sociological study explores the past and current higher education (HE) experience of educationalists at Gaza’s universities and how this experience may be evolving in the shifting socio-political context in the Arab World. The thesis is motivated by three questions: 1. What are the perspectives of academic staff in the Faculties of Education at Gaza’s universities on their own past HE experiences? 2. What are the perspectives of students and their lecturers (academic staff) in the Faculties of Education at Gaza’s universities on students’ current HE experiences? 3. How do educationalists in the Faculties of Education at Gaza’s universities perceive the shifting socio-political context in the Arab World, and what current or future impact do they think it will have on the education context at Gaza’s universities? To examine these questions, I conducted an inductive qualitative study. Using 36 in-depth, semi- structured interviews which lasted between (90-300 min), I collected data from educationalists (15 academic staff; 21 students) at two of Gaza’s universities. Due to difficulties of access to the Gaza Strip, the participants were interviewed via Skype from Cambridge. Informed by the literature review, and triangulated with other research activities, such as reviewing participants’ CVs, browsing universities websites, and keeping a reflective journal, a thematic analysis was conducted on the interview data. Theoretically, although this study has benefited from conceptual insights, such as those found in Paulo Freire’s Pedagogy of the Oppressed and in Pierre Bourdieu’s work on symbolic violence, it is a micro-level study, which is mainly data driven. The findings of this research show that in the past, educationalists were relatively more passive in terms of shaping their HE experiences, despite efforts to become resilient. In the present, students and their lecturers continue to face challenges that impact negatively on their participation and everyday life at Gaza’s universities. However, how the HE experience will evolve out of this context in the future is uncertain. The Arab Spring revolutions have had an influence on Gaza HE institutions’ campuses as they have triggered more awareness of students’ grievances and discontent. Because of some political and educational barriers, however, students’ voices are a cacophony; they remain split between “compliance” and resistance (Bourdieu, 1984, p. 471; Swartz, 2013, p. 39). Previously, Sara Roy (1995) rightly indicated a structure of “de-development” in the Gaza Strip (p.110). The findings from this research show that the impact of occupation and of the changes in the Arab World on the educational context in Gaza are more complex than previously thought. There is a simultaneous process of construction and destruction that is both external and internal to educationalists and which undermines academic work at Gaza’s universities. Based on this, the study concludes by explaining six implications of this complex structure for academic practice at Gaza’s universities,…

Subjects/Keywords: Gaza Strip; Higher Education; Universities; Conflict areas; Conflict affected areas; Israeli Occupation; Arab Education; Arab Spring; Arab Revolutions; Palestinian Education; Oppression; Empowerment; Symbolic Violence; Bourdieu; Freire; Pedagogy of the Oppressed; Educational Experience; Southern Experience; Insider-outsider; Skype interviewing; Mobility; Siege and borders; Solidarity and Adversity; Palestinian Resilience; Wasta; Hamas; Fatah; Female Education; Female employment; Unemployment; Factionalism; Gendered Campus; 2014 War on Gaza; Sumud; Fatalism; Student Voice; Academic Freedom; Human Rights; Egyptian Revolution; Academics at Risk; Construction and Destruction; Peace; Sociology; Suffering; Orientalism; De-development; Risk Assessment; Vulnerability; Cultural Invasion; Culture of Silence

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jebril, M. A. S. (2018). Academic life under occupation : the impact on educationalists at Gaza's universities. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/271892 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744531

Chicago Manual of Style (16th Edition):

Jebril, Mona A S. “Academic life under occupation : the impact on educationalists at Gaza's universities.” 2018. Doctoral Dissertation, University of Cambridge. Accessed October 16, 2019. https://www.repository.cam.ac.uk/handle/1810/271892 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744531.

MLA Handbook (7th Edition):

Jebril, Mona A S. “Academic life under occupation : the impact on educationalists at Gaza's universities.” 2018. Web. 16 Oct 2019.

Vancouver:

Jebril MAS. Academic life under occupation : the impact on educationalists at Gaza's universities. [Internet] [Doctoral dissertation]. University of Cambridge; 2018. [cited 2019 Oct 16]. Available from: https://www.repository.cam.ac.uk/handle/1810/271892 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744531.

Council of Science Editors:

Jebril MAS. Academic life under occupation : the impact on educationalists at Gaza's universities. [Doctoral Dissertation]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/271892 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744531


University of Cambridge

3. Jebril, Mona A.S. Academic Life Under Occupation: The Impact on Educationalists at Gaza's Universities .

Degree: 2018, University of Cambridge

This sociological study explores the past and current higher education (HE) experience of educationalists at Gaza’s universities and how this experience may be evolving in the shifting socio-political context in the Arab World. The thesis is motivated by three questions: 1. What are the perspectives of academic staff in the Faculties of Education at Gaza’s universities on their own past HE experiences? 2. What are the perspectives of students and their lecturers (academic staff) in the Faculties of Education at Gaza’s universities on students’ current HE experiences? 3. How do educationalists in the Faculties of Education at Gaza’s universities perceive the shifting socio-political context in the Arab World, and what current or future impact do they think it will have on the education context at Gaza’s universities? To examine these questions, I conducted an inductive qualitative study. Using 36 in-depth, semi- structured interviews which lasted between (90-300 min), I collected data from educationalists (15 academic staff; 21 students) at two of Gaza’s universities. Due to difficulties of access to the Gaza Strip, the participants were interviewed via Skype from Cambridge. Informed by the literature review, and triangulated with other research activities, such as reviewing participants’ CVs, browsing universities websites, and keeping a reflective journal, a thematic analysis was conducted on the interview data. Theoretically, although this study has benefited from conceptual insights, such as those found in Paulo Freire’s Pedagogy of the Oppressed and in Pierre Bourdieu’s work on symbolic violence, it is a micro-level study, which is mainly data driven. The findings of this research show that in the past, educationalists were relatively more passive in terms of shaping their HE experiences, despite efforts to become resilient. In the present, students and their lecturers continue to face challenges that impact negatively on their participation and everyday life at Gaza’s universities. However, how the HE experience will evolve out of this context in the future is uncertain. The Arab Spring revolutions have had an influence on Gaza HE institutions’ campuses as they have triggered more awareness of students’ grievances and discontent. Because of some political and educational barriers, however, students’ voices are a cacophony; they remain split between “compliance” and resistance (Bourdieu, 1984, p. 471; Swartz, 2013, p. 39). Previously, Sara Roy (1995) rightly indicated a structure of “de-development” in the Gaza Strip (p.110). The findings from this research show that the impact of occupation and of the changes in the Arab World on the educational context in Gaza are more complex than previously thought. There is a simultaneous process of construction and destruction that is both external and internal to educationalists and which undermines academic work at Gaza’s universities. Based on this, the study concludes by explaining six implications of this complex structure for academic practice at Gaza’s…

Subjects/Keywords: Gaza Strip; Higher Education; Universities; Conflict areas; Conflict affected areas; Israeli Occupation; Arab Education; Arab Spring; Arab Revolutions; Palestinian Education; Oppression; Empowerment; Symbolic Violence; Bourdieu; Freire; Pedagogy of the Oppressed; Educational Experience; Southern Experience; Insider-outsider; Skype interviewing; Mobility; Siege and borders; Solidarity and Adversity; Palestinian Resilience; Wasta; Hamas; Fatah; Female Education; Female employment; Unemployment; Factionalism; Gendered Campus; 2014 War on Gaza; Sumud; Fatalism; Student Voice; Academic Freedom; Human Rights; Egyptian Revolution; Academics at Risk; Construction and Destruction; Peace; Sociology; Suffering; Orientalism; De-development; Risk Assessment; Vulnerability; Cultural Invasion; Culture of Silence

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jebril, M. A. S. (2018). Academic Life Under Occupation: The Impact on Educationalists at Gaza's Universities . (Thesis). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/271892

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jebril, Mona A S. “Academic Life Under Occupation: The Impact on Educationalists at Gaza's Universities .” 2018. Thesis, University of Cambridge. Accessed October 16, 2019. https://www.repository.cam.ac.uk/handle/1810/271892.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jebril, Mona A S. “Academic Life Under Occupation: The Impact on Educationalists at Gaza's Universities .” 2018. Web. 16 Oct 2019.

Vancouver:

Jebril MAS. Academic Life Under Occupation: The Impact on Educationalists at Gaza's Universities . [Internet] [Thesis]. University of Cambridge; 2018. [cited 2019 Oct 16]. Available from: https://www.repository.cam.ac.uk/handle/1810/271892.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jebril MAS. Academic Life Under Occupation: The Impact on Educationalists at Gaza's Universities . [Thesis]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/271892

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.